Pour respecter les droits d’auteur, la version électronique de ce mémoire a été dépouillée de certains documents visuels et audio-visuels. La version intégrale du mémoire a été déposée au Service de la gestion des documents et des archives de l'Université de Montréal. / La constitution du jeu en objet de science et l’institutionnalisation du jeu vidéo font en sorte d’évincer l’essence, et donc le sens du sujet qu’elles entendent définir. L’objet jeu et l’espace de la représentation ludique ont pris le pas sur l’expérience du jouer. Le phénomène jeu reste un objet subjectif: en définissant l’objet, on minimise cette dimension subjective et ses variables expérientielles, et tout particulièrement le temps et le mouvement. En s’appuyant sur des théories pluridisciplinaires telles que la phénoménologie, la sémiologie et la linguistique cognitive, ce mémoire cherche à réhabiliter le temps, le joueur et l’expérience vécue du jouer. Le premier chapitre examine l’ambiguïté du mot jeu, qui renvoie à la fois à l’objet jeu et à l’activité jouer, et interroge la primauté du game sur le play au sein des études du jeu. Le deuxième chapitre questionne la conception dualiste du jeu, telle que véhiculée par le modèle du cercle magique, qui oppose le jeu au réel. Le chapitre trois propose la métaphore conceptuelle du temps suspendu dans l’espace afin d’expliquer d’une part, le rôle structurant de l’espace dans le processus cognitif, et d’autre part la surenchère spatiale des discours vidéoludiques. Finalement, il s’agit de tenir et de maintenir l’équilibre dynamique entre la structure du game et l’expérience du play, et de souligner l’importance de l’unité espace-temps. / The game constitution as an object of science and the institutionalization of the video game oust the essence, and therefore the meaning of the subject they intend to define. The game itself and its playful representation took precedence over the experience of the player. The game phenomenon remains a subjective object: when defining the object, this subjective dimension and its experiential variables are subjectively minimized, especially time and movement. Based on multidisciplinary theories such as phenomenology, semiotics and cognitive linguistics, this paper seeks to rehabilitate the time, the player and the experience of playing. The first chapter examines the ambiguity of the word game, which refers to both the object and the game playing activity, and questions the primacy of game over play in the game studies. The second chapter questions the dualistic conception of game, as conveyed by the magic circle model, which opposes gaming to reality. Chapter three provides the conceptual metaphor of time suspended in space to explain firstly, the structuring role of space in the cognitive process, and also the spatial outbid of the video game discourse. Finally, it is about holding and maintaining the dynamic balance between the gaming structure and the experience of playing, and stress the importance of space-time unity.

Made available in DSpace on 2016-04-28T18:24:12Z (GMT). No. of bitstreams: 1 Vivian de Mello Martins Mestriner.pdf: 1427276 bytes, checksum: 91455c035c6c488f6ad0367a033bc067 (MD5) Previous issue date: 2009-10-19 / This research aims to identify and analyze linguistic and conceptual metaphors in presidential speeches of Lula and Bush. To this end, we sought theoretical support in Corpus Linguistics (CL), which deals with the collection and use of corpora, or sets of linguistic textual data carefully collected, with the purpose of searching for a language or language variety. As such, the CL is dedicated to the exploration of language by means of empirical evidence, extracted by computer (BERBER SARDINHA, 2004:03). Besides the Corpus Linguistics, this study is based on the Conceptual Metaphor Theory postulated by Lakoff and Johnson (1980) and the approach of metaphors in Cameron (2003), on the premise that both views of metaphor are complementary, considering that the conceptual metaphor is investigated through cognition and metaphor in use by means of expressions that occur in language. One of the contributions of this work is showing how metaphors in corpora can be identified with computer help. The identification of metaphor presents several challenges for Corpus Linguistics as it depends on human trial; at the same time, CL has been criticized for not making the connection between thought and language. However, contemporary theory of metaphor have shown the relationship between the systematic use of verifiable language corpora and cognition (LAKOFF & JOHNSON, 1980). As material for analysis were selected speeches of Presidents Bush and Lula, the first due to his recent political leadership of the largest global economic power, and the second for having been leader of a country on the run to development Brazil. Although the two presidents defend quite different policy options, they share some similarities as both have had difficulties to take the second term: Lula with the fame of corruption in his government, Bush with the Iraq war. Written and spoken on-line statements and speeches have been gathered covering the first five-year mandate of both presidents, totaling 868 speeches by Lula and 819 by Bush. The program Metaphor Identifier with free availability at CEPRIL (LESS) was used to search for words with metaphorical probability. Next, the correlation of these candidates was raised through the Concord program (WordSmith Tools, version 3.0) to attest possible methaphorical use. Finally, upon identification of the linguistic and conceptual metaphors, speeches of the two presidents were contrasted seeking to understand how metaphors shape such speeches / Esta pesquisa objetiva identificar e analisar metáforas linguísticas e conceptuais nos discursos presidenciais de Lula e Bush. Para tanto, buscou-se suporte teórico na Linguística de Corpus (LC), que se ocupa da coleta e exploração de corpora, ou conjuntos de dados linguísticos textuais coletados criteriosamente, com o propósito de servirem para pesquisa de uma língua ou variedade linguística. Como tal, a LC dedica-se à exploração da linguagem por meio de evidências empíricas, extraídas por computador (BERBER SARDINHA, 2004:03). Além da Linguística de Corpus, este estudo fundamenta-se na teoria da Metáfora Conceptual postulada por Lakoff e Johnson (1980) e na abordagem da Metáfora no Discurso (CAMERON, 2003), partindo da premissa de que ambas as visões de metáfora se complementam, tendo em vista que a metáfora conceptual investiga as metáforas por meio da cognição e a metáfora em uso por meio de expressões que ocorrem na linguagem. Uma das contribuições deste trabalho é mostrar como metáforas em corpora podem ser identificadas com o auxílio do computador. A identificação de metáforas apresenta vários desafios para a Linguística de Corpus, pois depende do julgamento humano; ao mesmo tempo, a LC tem sido criticada por não fazer a ligação entre pensamento e linguagem. No entanto, teoria contemporânea de metáfora têm mostrado a relação entre o uso sistemático da língua verificável em corpora e a cognição (LAKOFF & JOHNSON, 1980). Como material para a análise, foram selecionados os discursos dos presidentes Bush e Lula, o primeiro por tratar-se de recente líder político da maior potência econômica mundial, e o segundo por ser líder de um país em franca ascensão e desenvolvimento, como é o caso do Brasil. Embora os dois presidentes apresentem opções políticas bastante diferentes, são comparáveis no sentido de que ambos passaram por dificuldades para assumir o segundo mandato: Lula com a fama da corrupção em seu governo, e Bush com a guerra no Iraque. Partindo daí, foram coletados pronunciamentos e discursos escritos e falados (on-line) dos cinco primeiros anos de mandato de ambos os presidentes, sendo 868 pronunciamentos de Lula e 819 de Bush. O programa Identificador de Metáforas, disponível gratuitamente no CEPRIL (LAEL), foi utilizado na busca de palavras com probabilidade metafórica; em seguida, foram levantadas as concordâncias desses candidatos por meio da ferramenta Concord do programa WordSmith Tools (versão 3.0) para atestar o uso metafórico. Por fim, identificadas as metáforas linguísticas e conceptuais, contrastaram-se os resultados auferidos nos discursos dos dois presidentes buscando entender como as metáforas configuram tais discursos

Made available in DSpace on 2016-04-28T19:34:29Z (GMT). No. of bitstreams: 1 Luciana Soares da Silva.pdf: 3644430 bytes, checksum: 66ee2b817b39aa259d4ad1e70891f970 (MD5) Previous issue date: 2008-10-03 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This work seeks to identify and to engage in a critical approach on the uses of metaphors in the journalistic discourse. Such goals were motivated by the critical observation of newspapers in which we found the recurrence of metaphors in the making news; therefore debunking traditional view that recognizes metaphors only in literary texts. In order to achieve our purpose, we selected texts from the mainstrain newspaper Folha de S. Paulo´s coverage of Brazilian presidential election in the period between September and October 2006, as the corpus of this research. Then, we proceeded with the analysis, mainly based on the teorethical approach of the Discourse Analysis and Cognitive Linguistic studies. While the former teach us that 'language' is associated with historical and social processes and therefore cannot be separated from the society that produces it, by introducing the category 'conceptual metaphor', the later provides a understanding of metaphor as a cognitive and social phenomenon. In this research, we have found that metaphors create the journalistic discourse as a linguistic-discursive strategy that both enables the construction of a particular discourse in the assessment and consumption of news, and produces effects over the meanings of news coverage. Moreover, taking the case studies here analyzed, we maintain that the metaphors create a web of meanings over the presidential election, which depict candidates´s images in a particular way; influencing, therefore, the reader's opinion / Objetivamos, neste trabalho, identificar e caracterizar as metáforas no discurso jornalístico. Tais objetivos foram motivados pela observação de jornais da mídia escrita, nos quais encontramos a recorrência de metáforas para a veiculação da notícia, desfazendo-se, assim, a concepção de sua existência somente em textos literários. Para atingir nosso propósito, constituímos o corpus do trabalho com textos do jornal Folha de S. Paulo, obtidos entre setembro e outubro de 2006, acerca da eleição presidencial, e procedemos com a análise, baseando-nos nos estudos da Análise do Discurso e da Lingüística Cognitiva. Os primeiros ensinam-nos que a linguagem está imbricada nos processos históricosociais, não podendo ser dissociada da sociedade que a produz, e os segundos oferecem a concepção de metáfora como fenômeno cognitivo-social, apresentando o conceito de metáfora conceptual. Nessa investigação, verificamos que as metáforas constituem o discurso jornalístico como estratégia lingüístico-discursiva, possibilitando a construção do discurso, na avaliação e crítica da notícia, e influenciando os efeitos de sentidos promovidos pela mídia escrita. Além disso, observando o recorte temático deste trabalho, constatamos que as metáforas criam conceitos de eleição, dos quais são projetadas as imagens dos candidatos, influenciando, assim, a opinião dos leitores do jornal

Made available in DSpace on 2016-04-27T16:57:45Z (GMT). No. of bitstreams: 1 EDM - Claudio dallanese.pdf: 1511562 bytes, checksum: e7b4467bf7d57ecbf0c536f800f0c19b (MD5) Previous issue date: 2006-10-27 / The aim of this investigation was to identify and to analyze arguments and metaphors used by a group of students of a master s degree course in Mathematical Education for the rate of change, to understand how they learn this topic. The option of working with those subjects relapsed in the fact that they are all teachers of Mathematics and they have already seen Calculus in their graduation. To those subjects, tasks were offered in a learning scenery where the dialogue was privileged among teacher, students and technology. The vision adopted regarding the technology was of a prothesis, in the sense that it makes it possible for the student to do things different from the way that he would do without it. With the intention of working with different texts, sometimes we offered tasks that the students interacted with the computer, sometimes we offered a task which the prosthesis was a small canal made from a PVC tube, tennis ball, ping-pong ball, chronometer and tape measure. The classes that the students worked in those tasks were filmed using a VHS camera. Notes of some speeches and interventions of the students and the teacher written on a notebook helped to enrich the collection of data. The analysis was based on Embodied Cognition Theory and on the Model of the Argumentative Strategy. We conclude that the process of understanding medium rate of change and instantaneous rate of change is not only the case of just a passage from one to another analytical formula or from a graph to a formula. There is a difference among the cognitive mechanisms to understand the graph and the analytic formula, which contributes to the students' difficulty with that topic. It is not just the formal definition that is responsible for that difficulty. We observed that with the aid of the computer science technology, it was possible to create an environment where the fictive motion, intrinsic of the language, became a factive movement. That is, when secants straight lines coincided with a tangent straight line for successive approaches, and when the tangent straight line to the curve in a point could move, at the same time the values of the slope of those straight lines could be seen in the screen / Esta investigação teve por objetivo identificar e analisar argumentos e metáforas utilizadas por um grupo de alunos de um curso de pós-graduação em Educação Matemática para taxa de variação, para entender como é que eles aprendem esse tópico. A opção de trabalhar com esses sujeitos recaiu no fato de serem todos professores de Matemática do ensino fundamental e/ou médio e já terem visto Cálculo em sua graduação. A esses sujeitos foram oferecidas tarefas num cenário de aprendizagem onde se privilegiou o diálogo entre professor, alunos e tecnologia. A visão adotada com relação à tecnologia foi a de prótese, no sentido de que ela possibilita ao aluno fazer coisas diferentes do modo que faria sem ela. Com o intuito de trabalhar com textos distintos, ora oferecemos tarefas em que os alunos interagiram com o computador, ora oferecemos uma tarefa em que a prótese era uma canaleta feita de cano de PVC, bola de tênis, bola de pingue-pongue, cronômetro e trena. As aulas em que os alunos trabalharam nessas tarefas foram filmadas utilizando uma filmadora VHS. Apontamentos por escrito em um diário de classe de algumas falas e intervenções dos alunos e da professora ajudaram a enriquecer a coleta de dados. A análise baseou-se na Teoria da Cognição Corporificada e no Modelo da Estratégia Argumentativa. Concluímos que o processo de compreender taxa média e taxa instantânea de variação não é o caso apenas de uma passagem de uma fórmula analítica a outra ou de um gráfico para uma fórmula. Existe uma diferença entre os mecanismos cognitivos para compreender o gráfico e a fórmula analítica, diferença esta que contribui com a dificuldade dos alunos com esse tópico. Não é apenas a definição formal que é responsável por essa dificuldade. Observamos que com o auxílio da tecnologia informática foi possível criar um ambiente onde o movimento fictivo, intrínseco da linguagem, se transformou em um movimento factivo. Isto é, quando retas secantes coincidiam com uma reta tangente por sucessivas aproximações e quando a reta tangente à curva num ponto podia se mover, ao mesmo tempo os valores do coeficiente angular dessas retas podiam ser vistos na tela

Made available in DSpace on 2016-04-27T16:58:23Z (GMT). No. of bitstreams: 1 Renan Faria.pdf: 1138485 bytes, checksum: b2c93fff6bcbf6153741e12f671cadc2 (MD5) Previous issue date: 2007-08-29 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The purpose of this research was to investigate and analyze the meaning production for 10th graders of a school from the state network in Minas Gerais, about cartesian graphs that represent the rectilinear movement. The aspects favored in the understanding and elaboration of the graph using pencils and paper, a sensor, the graphic calculator, the teacher s paper and the activities in this environment were particularly analyzed, besides the interventions that occurred. The starting point was based in a story, in which the students were incited to build their cartesian graphic representation, using pencils and paper. After that, they used the sensor with the graphic calculator. The students were instructed by the teachers and they should move accordingly in order to reproduce a d x t graph, corresponding to the one offered in the calculator screen. Thus, it was tried to contemplate student-student, teacher-student and student technology. The speeches and the actions were recorded and transcribed. As a theoretical reference the researcher used the Embodiment Cognition Theory, based on Lakoff and Núñes, especially in the role of the cultural metaphors and in the Model of Argumentative Strategies (MEA) for the analysis of the speeches and gestures organized in episodes, which aimed at the understanding of the meanings produced. The ideas from Mobile et al. about the visualization aspects were applied, contemplating the implications that different dispositions of symbols and graphs have in the meaning production by the students. It was concluded that the adequate use of the technology enabled an immediate feedback to the students and that this interferes in the kind of relation that the teacher has with his/her students, modifying, also, the understanding about the use of technology in the classroom / Esta pesquisa teve como objetivo investigar e analisar a produção de significados, para alunos do primeiro ano do Ensino Médio de uma escola da rede estadual de Minas Gerais, para gráficos cartesianos que representam o movimento retilíneo. Em particular, foram analisados os aspectos favorecidos na compreensão e elaboração do gráfico com lápis e papel e com o uso do sensor e calculadora gráfica e também o papel do professor e das atividades nesse ambiente além das interações ocorridas. O ponto de partida baseou-se em uma história, na qual os alunos foram instigados a construir sua representação gráfica cartesiana, utilizandose de lápis e papel. Em seguida, empregaram o sensor com a calculadora gráfica. Os alunos foram instruídos pelos professores e deveriam se movimentar de modo a reproduzir um gráfico d x t, correspondente ao oferecido na tela da calculadora. Assim, procurou-se contemplar a interação aluno-aluno, professor-aluno e alunotecnologia. As falas e as ações foram gravadas e transcritas. Como referencial teórico, o pesquisador valeu-se da Teoria da Cognição Corporificada, baseada e Lakoff e Nunes, em particular no papel das metáforas conceituais e no Modelo de Estratégia Argumentativa (MEA) para análise das falas e gestos organizadas em episódios que visavam a compreensão dos significados produzidos. As idéias de Nobile et al. Sobre aspectos de visualização foram empregadas, contemplando-se as implicações que distintas disposições de símbolos e gráficos acarretam na produção de significados pelos alunos. Concluiu-se que o uso adequado da tecnologia propiciou um feedback imediato aos estudantes e que isso interfere no tipo de relação que o professor tem com seus alunos, modificando, também, a compreensão sobre o uso de tecnologia em sala de aula

隱喻及轉喻被廣泛的使用在日常生活語言中。認知語言學主張：隱喻及轉喻實為人類思想與溝通的中心。因此，語言學習者必須具備覺察及理解用以表示抽象概念的隱喻及轉喻用語的能力。然而，因為語言及文化的顯著差異，第二語言學習者在發展溝通能力時，也應培養譬喻能力。 許多學者提出各式教學方法。現存文獻中，使用以概念引喻為主的教學方式，著重於點出用以對比的兩者間之相對特徵，已獲得實驗證實能提升語言學習者之覺察能力、理解能力、及記憶力。然而此教學方法忽略了語言文化間的差異填補，亦輕忽了轉喻的重要性。另一方面，使用隱喻映射為主的教學方式，能藉由實體映射及知識映射有系統條理的闡述用以對比的兩者間之對照關係，不僅有助於彌補因文化不同而造成的認知差異，亦將轉喻與譬喻視為同等重要。因而以隱喻映射為主的教學方式被認為是具備潛力的教學方法，但仍缺少實證。 本論文旨在以實證方式，研究以概念引喻及以隱喻映射為主的兩種教學方式對於以英語為外語學習者在覺察能力、理解能力、及記憶力之學習成效。共有115位、分別來自一般大學及科技大學之大學一年級學生參與本實驗。參與者分成兩組，分別接受兩種教學方式。實驗分兩週進行：第一週先完成電腦化的譬喻能力測驗之前測，接著進行教學，第二週則進行電腦化的譬喻能力測驗之後測。測驗之結果則經由量化及質化方式進行分析。 實驗結果發現：兩種教學方式均對於參與者在覺察能力、理解能力、及記憶力有正面成效。然而儘接受以隱喻映射為主之教學方式的參與者在覺察能力測驗中獲得顯著進步，特別是對於不包含體驗性描述的轉喻性隱喻及隱喻用語，表現尤佳。至於理解力測驗部分，以隱喻映射為主之教學方式對於解讀含有文化差異性的用語特別有助益。另一方面，相較兩組教學方式的表現成果而言，以隱喻映射為主之教學方式造成參與者的學習成果呈現較一致且穩固的成長。總而言之，以隱喻映射為主之教學方式因為提供了具結構性、系統性及邏輯性的映射過程，而促進學習者較容易覺察包含抽象概念的譬喻用語，克服因文化差異性而造成的理解困難，及獲致較穩固的學習成長。 本研究為以英語為外語學習者在學習譬喻用語—包含隱喻及轉喻—上提供了三點貢獻。其一，透過學習者培養譬喻能力之實驗成果，直接教學方式對於第二語言習得的效益再次獲得證實。其二，本實驗成果顯示：轉喻與隱喻實為密不可分的兩種概念，在教學過程中應把轉喻列為與隱喻一樣重要。其三，學習者的中介語包含了語言的普同性及差異性概念，因此應被視為連續體而非階段性結構；在設計教學教材時，應把此連續體的概念併入考量。總結而言，本實驗的成果不只在應用語言學領域提出見解，亦在第二語言習得領域有所貢獻。 / Metaphor and metonymy, pervasively found in everyday language, has been shown by cognitive linguistic research to lie at the heart of human thought and communication. Thus, ability to notice and comprehend metaphoric and metonymic expressions in expressing abstract concepts is indispensible for language users. However, since languages and cultures vary in a wide array of ways to employ metaphor and metonymy, L2 learners should develop metaphoric competence along with communicative competence. Various methods to develop L2 learners’ metaphoric competence have been proposed. In the extant literature, instruction involving conceptual metaphors (CM), which focuses on correspondences of general traits, has been proved effective in raising learners’ awareness, comprehension, and retention for Hungarian and Dutch EFL learners. Its effectiveness in Chinese speaking context is worth attested empirically. On the other hand, metaphoric mappings, which illustrate both ontological mappings and epistemic mappings of two concepts in more systematic and detailed manners, offer a promising method for EFL language learning. Hence, instruction involving metaphoric mappings (MM) is assumed to be more effective than instruction of CM. The effectiveness of such a method is also worth attested empirically. The present study aimed to test the effects of CM and MM on EFL learners’ awareness, comprehension, and retention of metaphoric and metonymic expressions with empirical evidence from a carefully-designed experiment. Finer-grained analyses on three important issues were provided: first, an in-depth examination of the intricate interaction of metonymy and metaphor as a continuum, and its influences on figurative language learning was conducted. Second, cultural universality and specificity among languages and the different degrees of difficulties for EFL learners in transferring expressions between L2 and L1 were also investigated. Third, whether structural and logical mappings between languages and cultures could assist learners to better grasp abstract concepts was examined. The participants included 115 Taiwanese EFL learners, who were freshmen of a general university and a four-year technological university. The English proficiency of the former group was high-intermediate and that of the latter was low-intermediate. The experiment contained three phases: pre-teaching, teaching and post-teaching. The participants were divided into two sub-groups: one received instruction involving CM, and the other received instruction involving MM. They were asked to complete the computerized metaphoric competence test before and after receiving instructions. The results of the tests were collected and analyzed both quantitatively and qualitatively. The results showed that both instructions could lead to better awareness, comprehension, and retention. However, only the participants of the MM groups performed significantly better in the posttest regarding the Awareness Test, especially in finding metonymic-metaphoric and metaphoric expressions that contained no bodily descriptions, the two categories which were considered the most abstract among the expressions. Regarding the Comprehension Test, MM instruction was found to be especially beneficial for the participants in interpreting expressions involving cultural-specific conceptual metaphors. Moreover, MM instruction resulted in convergent effects in the participants’ performances and led toward relatively more consistent and steady progress. To conclude, MM instruction, with its structural, systematic, and logical mapping processes, was found to be especially helpful in facilitating learners’ awareness of expressions involving more abstract concepts, overcoming difficulties caused by cultural specificity, and leading to longer-term effects on retention. The present study sheds light on the application of metaphor and metonymy to EFL teaching and learning of figurative language in three aspects. First, that explicit instructions on second language acquisition carry beneficial effects is validated for the development of learners’ metaphoric competence in the target language. In addition, metonymy is suggested as equally important as metaphor, and should be included in EFL language learning programs. Moreover, that learners’ interlanguage system is a continuum encompassing expressions with universal and specific cultural characteristics is also validated. Therefore, designs of EFL teaching materials are suggested to take such a continuum into consideration. In brief, the results of the study contribute not only to applied linguistics but also to second language acquisition.

This thesis examines the use of religious metaphor as it applies to food in two literary works by Diana Abu-Jaber. First, The Language of Baklava, a culinary memoir published in 2005, reveals aspects of cultural identity and memory through food and metaphor. Second, Abu-Jabers most recent novel, Birds of Paradise, explores complex family relationships enacted through metaphor. The analyses of textual representations of food rely on a theoretical framework that includes a cultural anthropological perspective, as well as a rhetorical perspective, and uses textual analysis to examine metaphor and food narratives in literature. / Graduation date: 2012

人類如何傳達訊息？如何感知世界？人類認知概念從語言形式上看到概念隱喻，看到的不只是語言現象，是概念之間的互動，諺語即為隱喻現象豐富的語言形式之一。人類面對隱喻表現時，透過隱喻機制運作，以及文化背景影響，產生概念隱喻，利於人們理解，因而有諺語的形成。 Lakoff & Turner (1989) 提及人類與動物在物種階層上是密切的。本論文將以動物為取材，透過觀察客家動物諺語之隱喻表現，探究其中動物來源域和人類目標域間的互動。然而客家諺語中的動物隱喻是如何展現與客家文化的關係，藉由多源一義、一源多義的隱喻展現，以隱喻概念為基礎之分析，同時了解文化約制。進一步，以概念隱喻機制概述客家動物諺語在人類認知中如何運作，給予人類如何理解隱喻表現更完整的解釋。 / How do people communicate? In what way do we sense the world? Conceptual metaphor embedded in many language expressions are understood through conceptual correlations. Among the many language expressions, proverbs manifest a common kind of metaphor used in our daily life. Through uncovering the cognitive mechanisms operated in the metaphor of proverbs, we understand not only the language but also cultural thoughts. This thesis investigates metaphor in Hakka animal proverbs. According to Lakoff &Turner (1989), humans and animals are highly related in species, both showing certain attributes and behaviors. Animal proverbs, often exhibiting animal attributes and behaviors, are used to carry certain social-pragmatic function of educating human beings. This study explores the conceptual metaphor of animal proverbs, generalizing the semantic features of animal source domains and the main themes of target domains. With the analysis of general patterns of the many‐sources‐to‐a‐target and a‐source‐to‐many-targets relationships of these proverbs, the study has not only shown how people understand animal metaphor in mind but also demonstrated Hakka cultural specifics in animal metaphor.

Thesis (MA (General Linguistics))--University of Stellenbosch, 2009. / According to Nattrass (2007:138), the denial and questioning of the science of HIV/AIDS at government level by, amongst others, Thabo Mbeki (former State President) and Manto Tshabalala-Msimang (former Minister of Health) resulted in an estimated 343 000 preventable AIDS deaths in South Africa by 2007. Such governmental discourse of AIDS denialism has been the target of criticism in the media and by activist groups such as the Treatment Action Campaign. This study investigates the nature of this criticism, specifically considering the critical use of metaphor in visual texts such as the political cartoons of Jonathan Shapiro, who works under the pen name of “Zapiro”. The purpose is to determine whether the nature of the criticism in visual newspaper texts differs from that of corresponding verbal newspaper texts, possibly providing means of criticism not available to the verbal mode alone. A corpus of texts published between August 1999 and December 2007 that topicalise HIV/AIDS was investigated. This includes 119 cartoons by Zapiro, and 91 verbal articles in the weekly newspaper Mail & Guardian. The main theoretical approach used in the analyses is Conceptual Metaphor Theory, developed by Lakoff and Johnson (1981), and its extension to poetic metaphor, developed by Lakoff and Turner (1989). Because of the socio-political nature of the problem of HIV/AIDS, the study also draws on Critical Discourse Analysis, including complementary concepts from Systemic Functional Linguistics. The study reveals that visual and verbal texts make use of similar sets of conventional conceptual metaphors at similar frequencies, which confirms the predictions of Conceptual Metaphor Theory. The study further reveals that the cartoons enrich these metaphors through four specific mechanisms of poetic metaphor, which the verbal articles do not. This indicates a significant difference between the two types of texts. Furthermore, it is found that the use of such poetic metaphors directly contributes to the critical power of the political cartoons. The study indicates that multi-modality in cartoons, which triggers single metaphoric mappings, adds a dimension to the critical function of the text that is absent in the verbal equivalent. The finding that the visual texts enable a form of cognition that is not available to verbal texts, poses one of the most significant avenues for future research. Thus, cartoons apparently achieve a type of criticism that is not found, and may not be possible, in the verbal texts alone. This makes the political cartoon a text type with an important and unique ability to articulate political criticism.

Cette thèse présente une analyse linguistique d’une sélection de poèmes de John Keats, et plus précisément celle de l’expression et de la verbalisation de l’émotion à travers le langage dans les vingt-six poèmes qui composent le corpus poétique et qui constituent le point de départ de cette recherche. L’approche linguistique privilégiée est une approche cognitive, basée sur les théories de la linguistique cognitive, de la grammaire cognitive, et de la poétique cognitive. La théorie de la métaphore et de la métonymie conceptuelles joue également un rôle important dans les analyses poétiques et grammaticales présentées dans cette thèse. L’émotion est conçue comme embodied (incarnée). Son étude s’appuie sur les travaux des cognitivistes, sur la philosophie et sur les recherches en neurobiologie. L’objectif de cette thèse est d’examiner les manières dont l’émotion s’exprime au sein de la poésie keatsienne par une interrogation approfondie de la langue elle-même, en partant donc du principe que les éléments lexicaux et grammaticaux – et leur signification – qui composent les poèmes s’avèrent essentiels pour bien rendre compte de la traduction poétique de l’expérience émotionnelle. / This thesis presents a linguistic analysis of a selection of poems by John Keats: specifically, the expression and verbalization of emotion by way of language the twenty-six poems that compose the poetic corpus upon which this research is founded. The linguistic approach taken is a cognitive approach, based on the theories of cognitive linguistics, cognitive grammar, and cognitive poetics. Conceptual Metaphor and Metonymy Theory also play an important role in the poetic and grammatical analyses. The approach concerning emotion is an embodied one, based in language, philosophy, and with support from neurobiological research. The goal of this thesis is to examine the ways in which emotion is expressed within Keatsian poetry by a close interrogation of the language itself, thus holding the view that the lexical and grammatical elements—and their semantics—that compose the verses and poems themselves are essential to the salience of the poetic rendering of emotional experience.